Mission Statement:Our purpose is to develop a caring, supportive and safe school environment in which all students have the opportunity to reach their full potential and for them to contribute to society in a positive

manner.

Boronia Close, South Hedland WA 6722Telephone: (08) 9172 2495Facsimile: (08) 9172 2573

Email: Cassia.PS@det.wa.edu.au

The Annual Report is to provide our community with a clear, concise overview of our progress and plans to improve.Cassia Primary School focuses on explicit teaching. Staff are trained using a coaching model to improve their teaching skills. As a result we have continued to improve our academic results and are now equal or higher than like schools in

CASSIA PRIMARY SCHOOLBORONIA CLOSE

SOUTH HEDLAND WA 6722

PHONE: (08) 9172 2495 FAX: (08) 9172 2573

CASSIA PRIMARY SCHOOLBORONIA CLOSE

SOUTH HEDLAND WA 6722

PHONE: (08) 9172 2495 FAX: (08) 9172 2573

CASSIA PRIMARY SCHOOLBORONIA CLOSE

SOUTH HEDLAND WA 6722

PHONE: (08) 9172 2495 FAX: (08) 9172 2573

CASSIA PRIMARY SCHOOLBORONIA CLOSE

SOUTH HEDLAND WA 6722

PHONE: (08) 9172 2495 FAX: (08) 9172 2573

many assessment areas. We are also achieving equal to the state average for some areas. Our focus is to continue this improvement so that our comparisons will in time be against the state average rather than only with like schools. In 2011 Cassia PS was audited. We were one of a few schools in the state that achieved a rating of excellent for our whole school audit. In 2012 Cassia will be nominating for Independent Public School status for 2013.

School OverviewCassia Primary School is in the Pilbara Education District. It is one of three primary schools located in the South Hedland area. Cassia PS was officially opened on 21 August 1981 with further additions completed in 1989 and 2010. The size of the student population at Cassia PS is small enabling the school to project a 'family focused' atmosphere which attracts enrolments and reinforces the 'we care' ethos. In 2011 there were 294 students enrolled from Kindergarten to Year 7. The student population is representative of community demographics reflecting a range of socio-economic backgrounds. 33% of students attending Cassia PS are Aboriginal. Cassia PS has an Index of Community Socio-Educational Advantage (ICSEA) value of 871. The distribution of students shows 28% in the bottom quarter, 62% in the middle quarters and 10 % in the top quarter. An Education Support Centre shares the school site. Cassia PS is made up of an on-site Kindergarten, two Pre-primary Centres, nine primary classrooms, an Art room, Administration Block, Undercover Area and P & C run canteen and uniform shop. A Library Resource Centre, two multipurpose rooms (Science and Music/Drama) and a senior playground are shared by Cassia PS and Cassia ESC. Classrooms have been upgraded over recent years however the size of classrooms and availability of additional space limits flexibility in delivery. The buildings are situated in beautiful gardens which provide an excellent tranquil educational setting. Literacy, Numeracy and Pastoral Care have continued to be a school priority over recent years. Cassia PS runs specialist programs in Physical Education and Science. Computers are fully networked. Students use ICT through interactive white boards and laptops in an integrated way to assist learning.

ObjectivesThe school Creed and Motto 'WE CARE' underpins the community's commitment to inclusivity, respect and trust. At Cassia Primary School we strive to:

establish ambitious targets and set high expectations, academic and non-academic, for our students

expand the quality of teaching through utilising expert teachers to operate collaboratively sharing their skills and understandings

target resources, including School Support Program Resource Allocation, National Partnership for Literacy and Numeracy and BHP Billiton Education Partnership funding, through school improvement planning, to maximise student achievement

build strong internal and external relationships including positive interactions between the school and its immediate and wider community

our objectives are aligned to the directions set by the Plan for Public Schools 2008-2011, the objectives and key elements of the Classroom First strategy and the priorities within Focus 2011 – Directions for Schools. Our school plan is linked to the Hedland Hub National Literacy and Numeracy Plan

Strategic DirectionsCassia Primary School priorities in 2011 were Number, Reading and Pastoral Care.

Number – Students read, write and understand the meaning of numbers. They understand the meaning, use and connections between the 4 operations. They use a repertoire of mental, paper and calculator strategies.

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Reading – Students read a wide range of texts with purpose, understanding and critical awareness.

Pastoral Care – Staff, students and parents will work together to create a cohesive learning community that strives for excellence. Our actions are guided by core values of learning, excellence, equity and care.

National Partnership Agreement on Literacy and NumeracyCassia PS continued as a National Literacy and Numeracy Partnership School. This partnership included a range of reforms to deliver measurable and sustained improvements in literacy and numeracy for all students, especially for those identified as 'falling behind'. The strategies address the following key reform areas:

effective and evidence based teaching of literacy and numeracy strong school leadership and whole-school engagement with literacy and numeracy monitoring student and school performance

Australian Government funding, together with State co-investment, supported implementation, monitoring, reporting and agreed evaluation of these reforms. In Hedland the funding was combined with other schools to employ a literacy and numeracy coach one day a week in 2011. Coaches worked with identified teachers to develop explicit teaching strategies in Reading and Numeracy. In 2011 Margaret Menner an international literacy consultant worked closely with staff to develop guided writing skills.

Cassia PS was one of the two top performing schools in Western Australia for the National Literacy and Numeracy Partnership. As a result Cassia PS was invited to contribute towards a case study written by PwC Australia. This case study will be published in 2012.

Strategic Improvement Targets Reading

1 Increase the percentage of Pre-primary students achieving at least1.0 for the On Entry Assessment. This target was met.

2 Arrest the decline in Year 3 Reading performance. This target was met with less students being below the National Minimum standard compared to previous years.

3 Reduce the percentage of Year 3 and 5 students at or below the national minimum standard in Reading to equivalent or lower than like schools. This target was met for Year 3. Year 5’s below the National Minimum Standard was substantially lower than like schools (5 % compared to 25%). This meant the % of students at the National Minimum Standard was higher than like schools (24% compared to 20%).

4 Increase the percentage of Year 3, 5 and 7 students achieving Reading scores in the higher proficiency bands to equivalent or higher than like schools. This target was met. Year 5 were substantially higher with 73% in the higher bands compared to 55% of like schools.

Numeracy1 Arrest the decline in Year 3 Numeracy performance. This target was not met.2 Reduce the percentage of Year 3, 5 and 7 students at or below the national minimum

standard in Numeracy to equivalent or lower than like schools. This target was not met for Year 3. Year 5 met this target. Year 7 met this target for students below the National Minimum Standard. Year 7 students were slightly higher than like schools (31% compared to 28%) for at the National Minimum Standard.

3 Increase the percentage of Year 3, 5 and 7 students achieving Numeracy scores in the higher proficiency bands to equivalent or higher than like schools. This target was not met for Year 3. The target was met for Year 5. Year 7 students in the higher bands were slightly lower than like schools (62% compared to 63%).

Science1 Increase the percentage of Year 5 and 7 students achieving Science West Australian

Monitoring Standards in Education (WAMSE) scores in the higher proficiency bands to equivalent or higher than like schools. This target was met.

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2 Continue to increase the percentage of Year 5 and Year 7 students at or above the Science WAMSE benchmark to higher than like schools. This target was met with Year 5 (57% compared to 22%) and Year 7 (28% compared to 24%).

Pastoral Care1 Increase the number of students wearing the full school uniform including the broad brimmed

hat. This target was met.2 Decrease the number of students across the school being suspended. This target was not

met (8 students were suspended compared to 6 students in 2010. Of these 8 students, 6 students were in Year 7).

3 Increase attendance of students to equal or greater than the state average. This target was met for Aboriginal students. This target was not met for the whole school (89.1% compared to 92.7%).

My Schools WebsiteMy Schools website recorded Year 3 improving in Reading by moving from below (pink) to close to like schools (white). While Punctuation & Grammar and Numeracy have improved they are still slightly less than like schools (light red). This demonstrates while Year 3 results have improved a continued focus is required in these areas. Year 5 were above like schools for Reading and Persuasive Writing. Spelling moved from below in 2010 to close to like schools in 2011. Year 7 were above like schools for Persuasive Writing.

ReadingWhile our Year 3 Reading results were higher in 2011 than in 2010, they were slightly lower than like schools when compared to My Schools Website as like schools had also performed at a higher level. Year 5 students were substantially above like schools and Year 7 students were slightly above like schools.

Year Level Cassia Reading Results

My SchoolsLike School Results

3 357 3615 462 4417 502 496

NumeracyWhile our Year 3 Numeracy results were higher in 2011 than in 2010, they were lower than like schools when compared to My Schools Website as like schools had also performed at a higher level. Year 5 and Year 7 students were slightly above like schools.

Year Level Cassia Numeracy Results

My SchoolsLike School Results

3 338 3585 454 4487 506 499

ScienceIn 2011 Year 5 Science WAMSE results were above the expected mean. Year 7 results were within the expected mean. Year 5 Science Investigating results were slightly above the state mean.

Pastoral CareThe majority of students across the school consistently wear the school uniform. The School Council introduced a broad brimmed hat into the school dress code. In 2012 this will be included as part of the school uniform.

Student AttendanceWhile Cassia‘s student attendance is better than the Pilbara schools average it is less than the state average. Attendance decreased by 1% in 2011 to 89.1%. In 2011 Year 2, 5 and 7 increased from less than 90% to 90% or higher. Aboriginal attendance was equal to the state average of

Selected school's average is above close to below

Selected school's average is above close to below

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81.6%. Our target of decreasing the percentage of students in the indicated at risk category was met with a reduction of 4%. Our target of reducing unauthorised student absences was met with a reduction of 15%. In 2012 we will continue to focus on increasing student attendance to be above 90% for all year levels, the overall school attendance to be above 90% and Aboriginal attendance to be greater than the state average. Maintaining unauthorized absences to less than 5% will continue to be a focus.

2011 Coaching At Cassia Primary The Literacy and Numeracy Coaching strategy continued in 2011 as part of the National Literacy and Numeracy project. All teaching staff were provided with access to the Literacy and Numeracy coaches over the two year program. Coaches supported teachers to choose the most appropriate activities to develop skills, trial those activities, and reflect on and fine tune the teaching to maximise learning outcomes. Coaches supported teachers to implement whole school programs e.g. training teachers to effectively assess students with running records (PM benchmarks) to identify where students are at and set targets for progress. Coaches assisted teachers to structure lessons to facilitate the management of working with groups at different levels, ensuring an explicit teaching focus, fine tuning the selection of independent activities that support the development of the class focus as well as ensuring the core components of the whole school program were addressed. Following professional development, teachers were supported by coaches to implement professional learning for example, guided writing.

Teachers demonstrated more confidence and expertise in the teaching of Literacy and Numeracy. Teachers now utilise assessments and data for their own teaching purposes and to support students to self reflect, set goals and become involved in deciding actions to ensure their progress. Staffroom ‘talk’ has changed over the previous 2 years – talk now includes sharing of student achievements, sharing of ideas to address particular student needs and sharing of teaching ideas. Teachers are also aware of standards and expectations and now have common teaching strategies (the whole school developing the same skills at the same time) so they work together to ensure appropriate progress is made.

NAPLAN ResultsResults in 2011 exceeded 2010. As shown on the chart below the majority of areas are in the high progress-high achievement quadrant.

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NAPLAN Results 2011 Relative AssessmentResults according to the Relative Assessment were within the expected mean range (yellow) for all areas for Year 3 and Year 7. Year 5 Reading, Numeracy, Writing, Punctuation & Grammar were above expected results (green).

Cassia PS’s target for relative assessment of NAPLAN data was to demonstrate improvement for all year levels. This means the students in Year 3 and Year 5 in 2009 were tested again in 2011 as Year 5 and Year 7 respectively. The target was for each year level to demonstrate at least expected results (yellow) rather than below expected results (red).

 Year 3 Year 5 Year 7

2009 2010 2011 2009 2010 2011 2009 2010 2011

 Numeracy   -1.6 -0.7 -0.7  1.0  1.0  1.2 -0.1  0.0 -0.1

 Reading   -1.2 -0.8 -0.1 -0.1 -0.2  2.1  0.2  1.1  0.8

 Writing   -1.8 -0.2 -0.4 -0.9  0.9  1.2  0.5  0.5  0.6

 Spelling   -1.2 -0.4 -0.5 -0.8 -1.3  0.4 -0.2  0.4  0.6

 Grammar & Punctuation   -1.0 -0.9 -0.9 -0.5  0.1  1.1  0.1  1.3  0.5

Relative Assessment Performance for Numeracy In 2011 Relative Assessment for Numeracy in Year 5 was above the expected mean and the Year 3 and 7 were within the expected mean.

  Performance

Numeracy 2006 2007 2008 2009 2010 2011

 Year 3      3    3    2    3    2    2

 Year 5      3    2    2    1    2    1

 Year 7      2    2    2    2    2    2

NAPLAN Numeracy Proficiency band distributionThe percentage of students above the National Minimum Standard (green) in 2011 as Year 5 (86%) was greater than the percentage of students above in Year 3 in 2009 (37%). The percentage of students above the National Minimum Standard in 2011 as Year 7 (62%) exceeded the percentage of students in Year 5 in 2009 (60%) demonstrating value adding for these stable cohorts.

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1Above Expected - more than one standard deviation above the predicted school mean

2Expected - within one standard deviation of the predicted school mean

3Below Expected - more than one standard deviation below the predicted school mean

The graph below shows Numeracy progress compared to like schools. All year levels have shown improvement when compared to 2009/10.

Numeracy will continue as a priority for 2012 as we work towards being equal to state schools for all year levels.

The graph below shows progress in Numeracy of students from Year 3 to Year 5 and Year 5 to 7 compared to like schools. The majority of students made from moderate to very high progress. While a higher than expected number attained satisfactory (moderate) progress there was a marked increase in the number of students achieving very high progress particularly the Year 5 boys.

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Relative Assessment Performance for Reading Performance

Reading 2006 2007 2008 2009 2010 2011

 Year 3      3    3    2    3    2    2

 Year 5      2    2    3    2    2    1

 Year 7      2    2    2    2    1    2

In 2011 the Relative Assessment for Reading in Year 5 was above the expected mean and Year 3 and 7 were within the expected mean. Value adding has been demonstrated with the Year 3 cohort in 2009 moving from below expected results (red) to above expected results (green) as Year 5’s in 2011.

The graph below shows Reading progress compared to like schools. All year levels are close to or higher than like schools.

The graph below shows the gap between the school and the state average in Reading. Reading will continue as a priority for 2012 as we work towards being equal to the state average.

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  Above National Minimum Standard

  At National Minimum Standard

  Below National Minimum Standard

NAPLAN Reading Proficiency band distributionIn 2011 for Reading, 63% of Year 3 students were in the higher bands (above the National Minimum Standard) equal to like schools (63%). In Year 5, 73% of students were in the higher bands compared to 55% in like schools and 72% for the state average. In Year 7, 65% of students were in the higher bands compared to 63% in like schools. A continued focus for 2012 is to increase the number of students in Year 3 and Year 7 in the top bands.

The graphs below show Reading progress and demonstrate value adding. Reading progress from Year 3 to Year 5 is higher in the high and very high progress compared to like schools. Reading progress from Year 5 to Year 7 is higher in the very high progress category compared to like schools.

Girls have performed better than expected in all categories particularly the very high progress category when compare to like schools.

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The graph below shows the progress Year 5 Aboriginal students have made compared to like schools. Value adding has been demonstrated by the number of students in the category of high and very high progress. Our target for 2011 of having Aboriginal students attain high or very high progress while continuing to reduce the number of students with limited achievement compared to like schools was met.

Relative Assessment Performance for Writing The Year 5 cohort, as Year 3’s were below expected results in 2009 and are now above expected results as Year 5’s in 2011. The Year 3 and Year 7 cohorts continued with expected results.

Performance

Writing 2006 2007 2008 2009 2010 2011

 Year 3      3    3    3    3    2    2

 Year 5      2    2    3    2    2    1

 Year 7      3    2    2    2    2    2

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1Above Expected - more than one standard deviation above the predicted school mean

2 Expected - within one standard deviation of the predicted school mean

3Below Expected - more than one standard deviation below the predicted school mean

The graph below shows Writing progress compared to like schools. Year 5 and 7 are higher than like schools. While Year 3 is lower than like schools they are continuing to improve.

The graph below shows the gap between the school and the state average in Writing. Persuasive Writing will continue as a focus across the school for 2012 as we work towards being equal to the state average.

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Relative Assessment Performance for Spelling Students in Year 3 performed lower (67%) than like schools in the higher bands (72%). Students in Year 5 performed slightly lower (57%) than like schools in the higher bands (60%). Students in Year 7 performed equivalent to students in like schools in the higher bands (63%). A continued focus for 2012 is to increase the percentage of students achieving the higher bands.

Performance

Spelling 2006 2007 2008 2009 2010 2011

 Year 3      3    3    2    3    2    2

 Year 5      2    3    3    2    3    2

 Year 7      3    2    2    2    2    2

Students in Year 5 (yellow) in 2011 performed higher than when they were in Year 3 in 2009 (red). Students from all year levels demonstrated expected results (yellow). This has been a significant shift for the school. Students from Year 3 to Year 7 complete three Spelling Mastery sessions a week in like ability groups to assist students to improve their spelling skills.

The graph below shows Spelling progress compared to like schools. Year 5 and 7 are close to like schools. While Year 3 is lower than like schools they are continuing to improve.

The graph below shows the gap between the school and the state average in Spelling. Spelling will continue as a focus across the school for 2012 as we work towards being equal to the state average.

1Above Expected - more than one standard deviation above the predicted school mean

2Expected - within one standard deviation of the predicted school mean

3Below Expected - more than one standard deviation below the predicted school mean

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Relative Assessment Performance for Grammar & Punctuation While Year 3 performed less in the higher bands (59%) compared to like schools (68%) there was significant improvement from 38% in 2010. Year 5 (71%) performed significantly higher than like schools (57%). Year 7 students (70%) performed higher than like schools (58%). A continued focus for 2012 is to decrease the number of students below the National Minimum Standard particularly in Year 3.

  Performance

Grammar & Punctuation 2008 2009 2010 2011

 Year 3      2    2    2    2

 Year 5      3    2    2    1

 Year 7      2    2    1    2

The target of expected progress was achieved for Year 3 and Year 7. Year 5 students made above expected progress (green).

The graph below shows Grammar & Punctuation progress compared to like schools. Year 5 and 7 are above like schools. Year 7 will need to be monitored that a downward trend does not continue. While Year 3 is lower than like schools they are continuing to improve.

The graph below shows the gap between the school and the state average in Grammar & Punctuation. Grammar & Punctuation will continue as a focus across the school for 2012 as we work towards being equal to the state average.

1Above Expected - more than one standard deviation above the predicted school mean

2Expected - within one standard deviation of the predicted school mean

3Below Expected - more than one standard deviation below the predicted school mean

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Aboriginal Tutorial Assistance Scheme (ATAS) Aboriginal students who do not achieve the National Minimum Standard are part of the ATAS program in Year 4 or Year 6. Students participated in a one hour Literacy block with the ATAS teacher three times a week which covered shared reading, guided reading, modelled writing and guided writing. In Semester 2 this included a one hour Numeracy session three times a week.

The students continued to display increased confidence in Literacy and Numeracy. The students were more prepared to take risks and give all set tasks a go. A sense of leadership and achievement has been demonstrated as students work with peers with achievable set tasks. Of the 16 students in the program 2 had attendance greater than 90%, 5 had attendance between 80 and 90%, 6 had attendance between 70 and 80% and 3 had attendance less than 70%.

PIPS (Performance Indicators in Primary Schools) Students in Pre-primary are tested at the beginning and end of the year using a standardised testing program developed through Murdoch University to gauge progress in Literacy and Mathematics. In Reading our average of the Pre-primary cohort improved from 44 to 49 with 40 – 60 being within the average range of expected progress. In Reading, 14 Pre-primary students made expected or higher than expected individual progress. Of these students 7 made above expected progress and 7 made much more than expected progress. Throughout the year, 6 students made less than expected progress.

In Mathematics the average of the Pre-primary cohort improved from 44 to 49 with 40 – 60 being within the average range of expected progress. In Mathematics 8 students made expected or higher than expected individual progress. Of these students 6 made more than expected progress and 2 students made much more than expected progress. Throughout the year, 3 students made less than expected progress.

With longitudinal data it has been noted that our students achieving 50 or more for PIPS tend to be above the NAPLAN benchmark in Year 3. In 2011, 13 Pre-primary students achieved 50 PIPS or higher in Reading and 10 in Maths of the 32 students tested. Recommendations for 2012 are to continue targeted intervention strategies to explicitly teach skills not yet attained for students who scored less than 50 PIPS. Individual Education Plans will be developed for students with less than 40 PIPS.

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The On-Entry programOn Entry Testing is conducted for all Pre-primary students in Western Australian public schools for Literacy and Numeracy. The On-Entry program is a point in time assessment, presented as Literacy and Numeracy online interviews, providing teachers with valuable information on children's current understandings.

The expected level of achievement for the Online Interview is 1.0 by the end of Pre-primary. Of the 31 Pre-primary students tested in Reading 24 students scored 1.0 or higher, 5 students scored between 0.5 and 0.9 and 2 students scored less than 0.5. In Speaking and Listening 29 students scored 1.0 or higher and 2 students scored between 0.5 and 0.9. In Writing 8 students scored 1.0 or higher, 5 scored between 0.5 and 0.9 and 18 scored less than 0.5. While results have markedly improved from 2010 there still needs to be a continued focus particularly on Writing. In 2012 this focus will extend to the Kindergarten program.

Of the 32 Pre-primary students tested in Numeracy 28 students scored 1.0 or higher, 2 students scored between 0.7 and 0.8 and 1 student scored less than 0.5.

Reporting to Parents and Teacher’s Professional JudgementsTeachers use a range of assessment tools to determine student achievement. While the majority of students are in the satisfactory or higher range for academic achievement there are a number of students across the school that are making limited academic progress. These students are working on Individual Educational and Attendance Plans. Cassia PS continues to have Literacy and Numeracy as school priorities to help address this need. The graph below compares Teacher judgements with NAPLAN results. With NAPLAN being at the beginning of the term and reports being at the end of the term there are some understandable differences between the number of students achieving Limited in NAPLAN and Satisfactory for their report. With the majority of teaching staff in their early years of teaching, moderation is a priority. Cross school moderation was conducted in Literacy and Numeracy across the Hedland primary schools to assist teachers when making judgements on student progress. Teachers worked with Literacy and Numeracy coaches to increase their understanding of the standards for reporting to parents.

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ScienceScience lessons are taught by a Science Specialist teacher in a purpose built Science room. West Australian Monitoring Standards in Education (WAMSE) is a test that public schools in Western Australia conduct in Term 3. Our Year 5 results in 2011 were better than expected, with the school average being slightly higher than the state average. While Year 7 results are within the expected range there has been a decline in the number of students achieving at or above the state average. In 2011 our average for students at or above the WAMSE average for Year 5 was 57% (41% in 2010) and for Year 7 was 28% (35% in 2010).

Science Learning Area Report 2011- David Garnsey

Intended Outcomes 2011: develop students understanding of Science as a process and not just concepts to promote student enjoyment and enthusiasm towards the Science learning area continue improvement trend of Yr 5 & Yr 7 WAMSE results in the expected level. Target

exceeded for Year 5 and met for Year 7. increase school mean by 6 for Year 7. Target not met. decrease by 4 the number of Yr 5’s below the benchmark. Target met. Achieved a

decrease in the number of students below the standard by 17%. increase by 1 the number of Yr 7’s from AT benchmark to ABOVE benchmark. Target met. increase by 4 the number of Yr 7’s from BELOW benchmark to AT benchmark. Target not

met. concentrate on 1 sub-strand each term increase knowledge of teaching primary Science

As stated in the whole school plan all four science disciplines where taught over the school year, one per term. A test of objectives was held at the end of each term to see what the students have retained and what will need further work in the future. This also aided the students to become more conversant with testing.

Science

2009 2010 2011

Year 5    2    2    1

Year 7    2    2    2

1above expected – more than one standard deviation above the predicted school mean

2expected – within one standard deviation of the predicted school mean

3below expected – more than one standard deviation below the predicted school mean

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Scientific literacy was another large focus this year. With the understanding that our students’ were not doing as well in testing due to not being able to read or understand the language being used. When making journal entries students were encouraged to utilise the two word walls.

Term 1 – Energy and ChangeDuring Term One we looked at the topic “Energy and Change”. For the majority of students we focused on the world around them. For the upper primary students we looked beyond that, but still remained focused on building on their knowledge from the previous years.Students explored the two types of Energy and their other names, and studied in depth the Sources of Energy and Receivers of Energy. The most enjoyable section of the term was when the wires, bulbs, batteries, fans and switches where brought out. We started small with simple circuits and eventually the students where able to utilise all equipment to create a circuit to run a bulb, fan and buzzer as well as incorporating a switch into the circuit.Another main focus, not just for this term but for the whole year, was to increase the students’ knowledge on graphing and table reading/understanding skills. These skills increased in proficiency during the year and the WAMSE results showed this. Further explicit teaching and modelling on tables and graphs will continue in 2012.I was trained as a Primary Connections Facilitator. Primary Connections is integrated in Science lessons.

Term 2 – Earth and BeyondDuring the term we had a visit from the SciTech Travelling Road show. As always they were outstanding and the students enjoyed every minute with them. This year SciTech focused on the lower year levels. Kindergarten and both Pre-Primary classes enjoyed what would have been their first encounter with SciTech. By the end of the term the students were exhausted from our inter-galactic voyage of discovery, the room was now full of information that the students themselves had gathered. Their research skills improved along with graphing skills.

Term 3 – Life and LivingThe highlight for most this term was planting sunflowers and having class pets in the form of fish. The upper students conducted an investigation using heat and a few regular garden vegetables, and were able to extract the sugar from the vegetables. A select group of upper school students enthusiastically participated in OTLS this term, engaging in Science modules. During the last week of school for the term, the Department of Fisheries provided TA5 through to TA9 with an inside look into fish. The students were given an excellent presentation and demonstration on how to dissect a fish. Then when it was their turn, they jumped straight in conducting themselves well and performing like seasoned vets.

Term 4 – Natural and Processed Materials Lower primary students focused on the properties of materials, i.e. “Why is cotton used to make your school uniform rather than plastic?” The upper students focused on changing materials, investigating reversible and non-reversible changes along with physical and chemical changes.

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Pastoral Care & Health & Phys Ed 2011- Kylie Armstrong

Carnivals Term 1 Junior Swimming Carnival - Thursday 3rd March, 2011. Tabloid

format carnival Years 1 to 3. Senior Swimming Carnival – Friday 11th March, 2011. Years 4 to 7.

Traditional Race format with novelty crocodile races. Interschool Swimming Carnival – Friday 8th April, 2011. 27 students

selected to represent Cassia. Cassia placed 4th in carnival.

Carnivals Term 2 Cross Country Carnival – Friday 27th May. Years 4 to 7 students – 104 students participated. Throws Carnival – 32 students selected from results in senior sport practice to compete in

throws carnivals. Competed in Vortex Throw. Athletics Carnival – Friday 3rd June, 2011. All students K to 7 participated in the day. Interschool Throws – Wednesday 29th June, 2011. Vortex and Shot-put competition – 16

students selected to compete at Port Hedland Primary School Oval.

Interschool Athletics – Friday 1st July, 2011. 56 Students selected to participate in Interschool carnival, held at Port Hedland Primary School Oval.

Interschool Cross Country – Friday 12th August, 2011. Held at Baler Primary School. 30 students competed.

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Carnivals Term 3 Lightning Carnival – Friday 2nd September, 2011.

6 teams taken – Girls cricket, Boys cricket, Year 4/5 Netball, Year 6/7 Netball, Soccer and AFL. Cassia won Year 4/5 Netball Shield. 83 Students from Years 4-7 involved in the carnival.

Incursions Rugby Coaching Clinic – Term 1. Food Sensations - TA 7 & TA 6 involved in cooking class provided by Foodbank, inline with

Breakfast Club funding. West Coast Eagles Clinic – at Baler Primary School – Year 6/7 students involved in Football

for Lightning Carnival. WACA Clinic – TA 5, TA 7 and cricket teams involved in hour coaching clinics provided by

cricket development officers. Rec Club Fishing Clinic – TA 6 – attended Rec Club Fishing excursion at the Spoil Bank.

Other Activities Clean Up Australia Day 4th March $60.00 raised from

rubbish collect. Ripper Recess – Term 3. Walk to School Day – 20th May.

Willi Walka Walk to School Day – 16th

September. World’s Biggest Morning

Tea (Staff) 26th May. Jeans for Genes Day –

5th August – Coordinated by Tara Maxwell. Raised $279.85.

Crazy Hair Day – 10th March – Coordinated by Tara Maxwell. Breakfast Club – numbers of students decreased Term 3.

Uniforms McDonalds Grant - $3,400.00 – Netball Uniforms. $2,900

from McDonalds Sports Trust Funding. $500 from Luke Jessop – General Manager South Hedland McDonalds.

Staff Shirts – 15 staff shirts ordered over the year. Logo Digitized at Work Sense South Hedland.

Other Grants Received Healthy Schools Project – Morning Fitness Equipment -

$3000.00 – from Pilbara Population Health. Adidas Fun Run –Profit $3,586.70. Gateway Ed Dept – bronze medallion funding $490 – Rennae Whitney completed Bronze.

Medallion Course. Kylie Armstrong and Katie Trott renewed in Term 4. Nestle Grant - $2,000 – ECE Morning Fitness Equipment.

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ICT 2011- Martin Ross

Throughout 2011 progress was made in developing and implementing ICT infrastructure and programs. Funding was provided by Variety to purchase a new mobile Interactive Whiteboard (IWBs) for the ECE room. There are now IWBs in all classrooms. The school has invested heavily in this area and it is pleasing to see the IWBs being integrated into curriculum delivery in classrooms. A computer hub was established in the library to complement the laptop computers available in each classroom. In conjunction with Cassia ESC a plan was developed to complete wireless coverage of the entire Cassia site. The school also received 11 iPads in total from a number of sources including Atlas Mining and school funds.

Several programs were also implemented to support curriculum delivery. Mathletics was embedded as part of the curriculum with students doing at least 1 hour per week at school and continuing at home. Select staff also participated in Learning with ICT Training. Mr Garnsey has developed and implemented several online Science modules which can be accessed by senior students.

The school investigated several options for the establishment of a school website. Money has been set aside in the 2012 school budget to establish a website. An updated ‘Computer and Internet Usage’ policy was implemented to cover K-7 students as well as staff. Priorities for 2012 will include the development of a school website, completion of wireless coverage of the Cassia Primary School and Cassia Education Support Centre site, integration of iPads into classroom curriculum delivery and the replacement of desktop computers in the administration block.

This year Cassia PS implemented the Department SMS program. This is where parents/carers can be contacted via a mobile phone text. Families have commented that they find this form of communication useful particularly for reminders of important events.

Selected students from Year 6/7 participated in a mobile to mobile program with Mrs Colin. Students from Peg’s Creek PS in Karratha read each week to our Year 6/7 students using a mobile phone. Our students are mentoring these younger students to improve their reading skills. This assist our students improve both their leadership and reading skills.

A network colour photocopier was purchased as part of the replacement schedule.

Our school phone system was upgraded by the Department of Education. All classrooms are now connected to the main school phone line.

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LOTE- Nyangumarta

Miss Stewart has taught Nyangumarta language classes since 2008. Miss Stewart is a descendant of the coastal Nyangumarta people of the 80 Mile Beach areas. In 2008 we started language lessons for one hour a week with Year 3 students, in 2009 this included Year 4 students, in 2010/11 Year 5 students were included. In 2012 Year 6 students will be included in this language program.

Each year we celebrate NAIDOC. In 2011 a rotational NAIDOC day was held where students were put in multi-age groups to complete NAIDOC activities.

Selected Aboriginal students were chosen to participate in NAIDOC activities outside of the school.

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Expenditure

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1 7,787.50$ 7,787.50$ 2 14,654.50$ 14,654.50$ 3 -$ -$ 4 3,900.00$ 3,900.00$ 5 20,664.00$ 20,663.75$ 6 441,416.32$ 441,416.93$ 7 5,430.00$ 5,430.00$ 8 -$ -$ 9 -$ -$

10 90,783.98$ 90,787.03$ 11 11,488.00$ 11,488.00$

596,124.30$ 596,127.71$ 75,193.00$ 75,193.49$

671,317.30$ 671,321.20$

Locally Generated Revenue47,005.75$ DoE Grants 441,416.93$ Other Govt Grants 5,430.00$ Other 90,787.03$ Transfers 11,488.00$

596,127.71$

1 21,559.00$ 18,664.10$ 2 23,855.00$ 23,855.01$ 3 179,561.00$ 124,585.99$ 4 33,570.00$ 31,750.76$ 5 -$ -$ 6 42,676.00$ 37,034.91$ 7 65,292.20$ 56,204.81$ 8 154,435.12$ 90,090.48$ 9 -$ -$

10 22,000.00$ 22,000.00$ 11 42,178.30$ 38,350.72$ 12 64,072.00$ 64,072.00$

649,198.62$ 506,608.78$

Bank Balance 286,761.29$ Made up of: -$

1 General Fund Balance 164,712.42$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Asset Replacement Reserves 123,485.40$ 5 Suspense Accounts 2,349.47$ 6 Cash Advances -$ 7 Tax Position 3,786.00-$

286,761.29$

Opening Balance

Voluntary ContributionsCharges and FeesGovernment AllowancesP&C Contributions

Commonwealth Govt Grants

Cassia PSFinancial Summary as at

Actual

31 December 2011

Total Funds Available

Internal Transfers

BudgetRevenue - Cash

Trading ActivitiesOther

Fundraising/Donations/SponsorshipsDoE GrantsOther State Govt Grants

Total

Salary Pool Payments to Central Office

Budget ActualExpenditure

Trading Activities

AdministrationLeasesUtilitiesRepairs/Maintenance/GroundsCapital Works

Total Bank Balance

Cash Position as at:

Other Transfers to Reserves

Total

Assets and ResourcesEducation ServicesOther Specific Programs

Revenue - Budget vs Actual

0

50

100

150

200

250

300

350

400

450

500

Voluntary Contributions

Charges and Fees

Government Allowances

P&C Contributions

Fundraising/Donations/Sponsorships

DoE Grants

Other State Govt Grants

Commonwealth Govt Grants

Trading ActivitiesOther

Internal Transfers

$000

Revenue Source

Budget Actual

Current Year Actual Revenue Sources

Transfers2%

Locally Generated Revenue

8%

DoE Grants74%Other Govt Grants

1%

Other 15%

Expenditure - Budget vs Actual

0

20

40

60

80

100

120

140

160

180

200

AdministrationLeases

Utilities

Repairs/Maintenance/Grounds

Capital Works

Assets and Resources

Education Services

Other Specific Programs

Trading Activities

Salary Pool Payments to Central Office

Other

Transfers to Reserves

$000

Expenditure Purpose

Budget Actual

10

30

50

70

90

110

130

150

170

$000

General Fund Balance

Deductible Gift Funds

Trust Funds

Asset Replacement Reserves

Suspense Accounts

Cash Advances

Tax Position

Cash Position

Parent, Students and Staff SatisfactionStaff were surveyed in 2011 as part of the parent, student, and staff rotation. Survey responses were compared to the last staff survey in 2009. Six responses improved substantial, nine

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responses showed improvement and nine responses remained the same. In 2009, 38 responses were negative compared to 4 responses in 2011.

Areas of substantial improvement Individual student reports are informative and easy to read There are effective procedures for meeting staff professional development needs I am happy with quality of feedback on my work performance I am well informed about school decisions Staff have input to school decisions Staff are recognised for their efforts

Areas that showed improved Students enjoy being at school Teachers are professional, committed and enthusiastic Teachers treat students fairly There is effective behaviour management in classes The school encourages achievement across a broad range of areas Overall, I am satisfied with educational progress of students The school has effective internal communication Staff have the support of the Administration in performing their work Teachers frequently discuss and share teaching methods and strategies with each other

While the three areas below have positive responses, they have the least amount of strongly agree responses. These areas will be a focus for 2012. Other staff in the school take an active interest in my career development and professional

growth Teachers have a thorough understanding of what they teach I am happy with the quality of feedback on my work performance

Awards Cassia PS received a highly commended community award for Best School Garden. Miss Kylie Armstrong was a semi finalist in the Regional Curtin Teaching Excellence Awards.

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School ImprovementsBHP Billiton donated substantial funding to assist Cassia PS improve the front school entrance. The project was managed by RPS Australia and involved landscape designers. The school community and students spent a day putting the finishing touches to the project. This was followed by a sausage sizzle.

A prospectus and school DVD was developed to highlight Cassia PS. BHP Billiton provided the funding for this initiative. The DVD can be viewed at.http://vimeo.com/28534783

HIGHLIGHTS OF THE 2011 SCHOOL YEARFoodbank Breakfast and Food Sensations programParent Home Reading seminar by Margaret MennerAssemblies

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Sport clinics, West Coast Eagles, WACA, Rugby, Flames Softball VisitJeans for Genes DayClean Up Australia DayVisit by Jessica Watson Young Australian of the YearFaction Swimming CarnivalInterschool Swimming CarnivalSchool DiscoEaster Hat ParadeAnzac DaySciTech Road show Faction Athletics CarnivalFaction Cross CountryInterschool Cross CountryInterschool Athletics CarnivalBookfairWelcome to Hedland NightInterschool SportLightning CarnivalYear 7 CampWork Experience studentsSchool ChoirCrazy Hair DayNAIDOC DayRoyal Life SocietyWilli Walka Walk to School Day, Healthy breakfast, Fruit and Veg DayRipper RecessTOMSFisheries IncursionNational Literacy and Numeracy WeekLearning JourneyMathleticsStudent to student mobile phone projectVisit by Her Excellency the Governor General of Australia, Ms Quentin Bryce Fireman visitParent Thankyou Morning TeaHigh School Transition Graduation CeremonyEnd of Year ConcertTV advert of Cassia PS-promoting the Junior Sport Trust

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